What is Four in Balance? - PDST
What is Four in Balance? - PDST
What is Four in Balance? - PDST
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Coord<strong>in</strong>ation that puts technology before pedagogy has only a limited chanceof success (Fullan, 2011; Kozma, 2003; Ten Brummelhu<strong>is</strong>, 2008).Crucial human factors <strong>in</strong>clude the follow<strong>in</strong>g:• The ICT facilities match the teacher’s views on educationIf so, then the teacher will certa<strong>in</strong>ly not be unwill<strong>in</strong>g to use ICT <strong>in</strong> h<strong>is</strong>or her lessons (OECD, 2010b; Van Gennip, 2008; Versluijs, 2011). If anICT application conflicts with the teacher’s pedagogical pr<strong>in</strong>ciples,however, he or she will prefer not to use ICT. Teachers will not easilygive up their pr<strong>in</strong>ciples, because they derive much of their professionalidentity from them (Ertmer, 2005; 2009). We look more closely at th<strong>is</strong> <strong>in</strong>Section 4.3.• The teacher <strong>is</strong> familiar with ICT and <strong>is</strong> capable of us<strong>in</strong>g itIf not, then h<strong>is</strong> or her use will be <strong>in</strong>effective. Th<strong>is</strong> <strong>is</strong> <strong>in</strong> fact a key factor(Knezek, 2008; Van Buuren, 2010). Once the teacher <strong>is</strong> familiar with thetechnology, he or she must <strong>in</strong>tegrate it <strong>in</strong>to the subject matter and h<strong>is</strong>or her pedagogical approach. Th<strong>is</strong> type of knowledge <strong>is</strong> referred to asTPACK, that <strong>is</strong>: Technological Pedagogical Content Knowledge (Voogt,2010a).• The teacher <strong>is</strong> conv<strong>in</strong>ced of the added value of ICTIf not, then he or she will tend to stick to a familiar rout<strong>in</strong>e (Tondeur,2008; Voogt, 2010a). It <strong>is</strong> important for teachers’ professionaldevelopment to understand which ICT-related pedagogical strategieswill lead to better pupil performance (Erstad, 2009; Hattie, 2009;Timperly, 2007).• There <strong>is</strong> leadershipA demonstration of leadership can get teachers <strong>in</strong>volved <strong>in</strong> <strong>in</strong>novation,motivate them, and allow them to develop a shared v<strong>is</strong>ion (Dexter, 2008;Vanderl<strong>in</strong>de, 2011; Waslander, 2011) – not only the trendsetters, butalso (and more specifically) the more hesitant majority (Fullan, 2011;Schut, 2010). We will look more closely at the <strong>is</strong>sue of “leadership” <strong>in</strong>Chapter 8.12